assignment 1 211
lease use the grading rubric to create an outline of your assignment. Your final paper should contain content from each section of the rubric and you can use these elements as headings. I will base your grade on each element of the rubric. To ensure you cover all of the elements of the rubric compare each section of the paper with the elements of the rubric. Then, include an introduction and conclusion to tie the paper together. If you have any questions regarding the assignment, please contact me using the Course Help forum.
You will find a discussion of Howard Gardner’s list of Multiple Intelligences (Rubenfeld & Scheffer, 2015, Box 3-2, p. 61) in the textbook readings this week. Review the different categories in the text and write a 2-3-page paper (excluding title page and reference page) that explains how an experienced nurse can use these categories to nurture critical thinking and clinical judgment skills in a novice nurse. In this paper discuss:
- the importance of understanding multiple intelligences
- four of the types of intelligences from Gardner’s list. Describe how at least two intelligences relate to your way of thinking and give examples from your nursing practice.
- the positive or negative impact of using multiple intelligences when mentoring nurses (those with experienced and/or novice nurses). Include specific examples from your nursing practice/experience.
- how to improve the mentoring/learning process using the concepts of multiple intelligences.
Follow APA 6th edition formatting for the title page, body of the paper, and reference page. You must use a minimum of two scholarly references to support your assignment.
Assignment 1 Rubric
|
Competency |
20 points |
15 points |
5 points |
0 points |
Points Earned |
|
The importance of understanding multiple intelligences |
Fully details how using the concepts of multiple intelligences can improve the mentoring/learning process |
Describes how using the concepts of multiple intelligences can improve the mentoring/learning process. |
Superficially describes how using the concepts of multiple intelligences can improve the mentoring/learning process |
No paper submitted and/or content missing |
/20 |
|
The four types of multiple intelligences from Gardner’s list. |
Addresses 4 multiple intelligences from Gardner’s list. Discusses how at least 2 relate to your nursing practice, with clear examples. |
Addresses 2 – 3 multiple intelligences from Gardner’s list. Does not address how these relate to nursing practice and/or does not give specific examples. |
Addresses 1 multiple intelligences from Gardner’s list. Does not address how these relate to nursing practice and/or does not give specific examples. |
No paper submitted and/or content missing |
/20 |
|
The positive or negative impact of using multiple intelligences when mentoring nurses |
Fully details the positive or negative impact of using the concepts of multiple intelligences when mentoring nurses. |
Describes the positive or negative impact of using the concepts of multiple intelligences when mentoring nurses. |
Superficially describes the positive or negative impact of using the concepts of multiple intelligences when mentoring nurses. |
No paper submitted and/or content missing |
/20 |
|
How to improve the mentoring/learning process using the concepts of multiple intelligences. |
Fully details how using the concepts of multiple intelligences can improve the mentoring/learning process. |
Describes how using the concepts of multiple intelligences can improve the mentoring/learning process. |
Superficially describes how using the concepts of multiple intelligences can improve the mentoring/learning process. |
No paper submitted and/or content missing |
/20 |
|
Competency |
4 points |
2 points |
1 point |
0 point |
Points Earned |
|
Organization |
Organization excellent, ideas clear and arranged logically, transitions smooth, no flaws in logic. |
Organization good; ideas usually clear and arranged in acceptable sequence; transitions usually smooth, good support. |
Organization minimally effective; problems in approach, sequence, support and transitions. |
Organization does not meet requirements. |
/4 |
|
Grammar |
Grammar, punctuation, mechanics, and usage correct and idiomatic, consistent with Standard American English |
Grammar, punctuation, mechanics, and usage good mostly consistent with Standard American English; errors do not interfere with meaning or understanding |
Grammar, punctuation, mechanics and usage distracting and often interfere with meaning or understanding |
Grammar, punctuation, mechanics, and usage interfere with understanding |
/4 |
|
Competency |
5 points |
3 points |
1 point |
0 point |
Points Earned |
|
References |
References are relevant, authoritative and contemporary. |
Adequate references. |
Minimal use of appropriate references. |
Poor use and/or selection of references not relevant. |
/5 |
|
Competency |
7 points |
5 points |
2 points |
0 point |
Points Earned |
|
APA Format |
Demonstrates competent use of mechanics and APA. |
Minimal APA errors. |
Many APA errors. |
Complete lack of understanding. |
/7 |
|
Total |
/100 |
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Submission status
